Kampala – The Acting Executive Director, Uganda Communications Commission (UCC), Eng. Irene Kaggwa has urged higher institutions of learning to be mindful of the risks that come with the 4th Industrial Revolution (4IR) as they adopt the emerging technologies.
Eng. Kaggwa made the remarks during the opening of the second annual Higher Education Conference that opened Monday, March 16, at Hotel Africana held under the theme; “Higher Education and Private Sector Engagement: Preparing Uganda’s Human Capital for the 4th Industrial revolution (4IR)’.
Eng. Kaggwa emphasised that Artificial Intelligence presents opportunities in the new education system like helping in enhancing the trainers’ knowledge and ability to teach effectively and assisting learners in being more creative and innovative.
“It is indeed disruptive technology. However, this technological trend provides an opportunity for developing economies to leapfrog – achieving faster growth rates & attaining higher levels of prosperity in a shorter period,” said Eng. Kaggwa
“I challenge institutions to adopt the technology and use it to train and skill their students so that they are able to compete favourably in the job market that has remarkably changed,” Eng. Kaggwa stressed.
Prof Tony Oyana, the Principal of Makerere University College of Computing and Information Sciences called for more training of more scientists to strengthen the adoption of 4iRs in Uganda.
“Go to the department of physics at Makerere University. You will ask yourself, how much research volume are they producing? If you are going to create things, you need physics and mathematics,” said Prof Oyana.
“We are into the biotechnology world. But the number of biologists we are producing is very limited. The education system needs to be fixed”Prof Tony Oyana speaking at second annual Higher Education Conference that opened Monday, March 16, at Hotel Africana
Fourth Industrial Revolution (4IR) in Education
“Many scholars argue that 4IR is merely a natural extension of the third industrial revolution, which was a digital revolution. Regardless of whether or not they subscribe to the arguments on either side, many teachers are still grappling to comprehend technologies associated with the third industrial revolution, and don’t know how to effectively use these technologies when they teach,” reads an article published by Francois Naude on https://www.macmillan.co.za/
Teachers are now expected to prepare learners for a world that is volatile, uncertain, complex, and ambiguous.